The major results of this study were as follows : as a whole , the status quo of subjective well - being of kindergarten teachers at work is not good ; subjective well - being of kindergarten teachers at work is correlation observably to feeling of achievement at work , to social statue of considering themselves , to status quo of feeling at work , to personal developmental opportunities afforded by organization , to personal developmental opportunities gaining themselves and so on ; kindergarten teachers who worked at different kindergarten , different relationships between men and men , their subjective well - being at work is very different ; the major reasons that they gaining subjective well - being at work as follows : praised and sustained by principals , successes at work , children who are pure in heart , praised and sustained by children ' s parents and so on ; the mayor reasons that they losing subjective well - being at work as follows : mechanism and miscellaneous of work . misunderstandings of children ' s parents , without safety and stability at work and so on ; subjective well - being of kindergarten teachers at work changes according to some rules ; all these facts contribute to gaining subjective well - being at work : positive relationships between teacher and children , aesthetic attitude to work , humanistic management , opportunities of special development and so on 主要研究结论有：从总体上来说，幼儿教师职业幸福感现状不容乐观；幼儿教师职业幸福感与工作成就感、自己认为的社会地位、工作感受状况、组织提供给教师个人发展机会、教师主动获得个人发展机会等因素之间存在显著性相关；工作在不同级别幼儿园、不同人际关系氛围中的幼儿园教师，其职业幸福感存在显著性差异；幼儿教师获得职业幸福感的主要原因有：领导的支持与肯定、工作中常能获得成功、幼儿的天真无暇、家长的支持和肯定等；而幸福感失落的主要原因有：工作机械繁琐、家长的不理解、工作没有安全感和稳定感等；幼儿教师职业幸福感存在一定变化规律：积极的师幼关系、以审美的态度对待工作、人本管理、获得专业发展机会等都有助于幼儿教师获得职业幸福感。
The main problems of teacher education curriculum resources face in china include weak resource awareness and monotonous forms , being isolated from the real professional development of secondary and primary as well as kindergarten teachers , low level repeated construction , and lack of support from high level research achievements 当前我国教师教育课程资源面临的主要问题包括资源意识淡薄和表达形式单一，脱离中小学及幼儿园教师专业发展的实际，低水平重复现象严重，普遍缺乏高水平研究成果的支持，等等。
The paper systematically reviews the domestic and international documents about social capital , points out influence mechanism to kindergarten - based teaching and research activity caused by social capital and at the same time puts forward the tactics of supporting kindergarten - based teaching and research activity from the point of view of social capital theory 重视和积累社会资本对园本教研活动有如下积极影响：在宏观层面上，它可以为园本教研活动提供文化和制度资本；在中观层面上，可以为园本教研活动的开展奠定坚实的社会基础；在微观层面上，则可以提高幼儿园教师参加园本教研的动力和能力。
The study puts forward that the growth of preschool teachers is mainly in the kindergarten through the daily practice , the governmental educational department and teacher - training agency are the external forces that promote the growths of preschool teachers , so the teacher herself and the kindergarten should play the internal role to promote the professional development of teachers 论文提出，幼儿园教师的成长过程主要发生在她所任职的幼儿园，发生在日常的不断工作实践中，政府教育部门、教师教育机构是促进幼儿园教师成长的外部力量，教师本人及其所任职的幼儿园必须发挥内部力量的作用，只有这样才更更有利于教师的发展。
Recruit students object also experienced a process that adjusts ceaselessly : by recruit average high school only at first in - service teacher or administrator , recruit average middle school to hold the post of a teacher or teach administrator only to 1997 ; came 1999 2001 , raised tax of foundation of culture of other and secondary school full - time teacher and have job of middle school teacher teach the member that grind , elementary school the teacher , and province , city , area , county has job of middle school teacher teach the member that grind or cadre ; approved nursery school and children education worker to enter oneself for an examination 2002 ; recruit students object expanded government organization ministry of education has the administrator of post of teacher of middle school , elementary school , nursery school in the door again 2003 招生对象也经历了一个不断调整的过程：由最初只招收普通高中现职教师或治理人员，到1997年招收普通中学专任教师或教育治理人员； 1999年至2001年，增加了其他中等学校文化基础课专任教师和有中学教师职务的教研员、小学教师，以及省、市、区、县有中学教师职务的教研员或干部； 2002年批准幼儿园和幼教工作者报考； 2003年招生对象又扩展到政府机关教育部门中具有中学、小学、幼儿园教师职务的治理人员。
Observing and recording are efficient instruments of preschool education research for the professional development of kindergarten teachers , as they enable the latter to " see " children ' s process of learning and to reflect on the value of their teaching , and facilitate the teacher - children , teacher - teacher and teacher - researcher dialogues 摘要幼儿教育研究中的观察与记录是促进幼儿园教师专业化成长十分有效的工具，它能让教师“看到”儿童的学习，它能使教师反思其教学是否有意义，它能促进教师与儿童、教师与教师、教师与研究人员的对话。
